چكيده
Massive Open Online Courses (MOOCs) are presented as an option to the traditional model of higher education institutions. Blended learning has transformed the landscape of classrooms over the past few years, as technology has become more readily accessible. The MOOC and the blended instructions can help EFL learners form positive attitudes toward English language learning. This study aims to determine the effect of MOOC versus blended instruction on Iranian EFL learners’ self-regulation and attitudes toward language learning. To reach this purpose, the Oxford Placement Test was given non-randomly to 90 students out of 300 students as the population of the study who were studying English at Hushe Bartar School in Tabriz to choose homogenized participants. Next, 60 students who scored between 16-30 (Pre-intermediate level) were chosen as the main participants and divided into two experimental groups each containing 30 students. At first two questionnaires were used as the pre-test to evaluate self-regulation and attitudes toward language learning. All students in both experimental groups took part in 10 treatment sessions. The first experimental group was taught via MOOCs, while the second group was taught via blended instruction. Afterward, the participants received the aforementioned questionnaires again as the post-test. The data collected were analyzed through Analysis of Covariance (ANCOVA) and the null hypotheses of the study were supported by the results. The findings indicated that blended instruction positively influenced learners’ self-regulation and attitudes to a greater extent than MOOCs. The current study reveals important pedagogical implications that can greatly benefit language teachers, learners, and syllabus designers.
